By Jodi Quas, Robyn Fivush
The query of the way good youngsters remember and will talk about emotional reports is one with quite a few theoretical and utilized implications. Theoretically, the function of feelings often and emotional misery in particular in kid's rising cognitive talents has implications for realizing how kids attend to and technique info, how young ones react to emotional details, and the way that info impacts their improvement and functioning through the years. essentially talking, expanding numbers of youngsters were all in favour of criminal settings as sufferers or witnesses to violence, highlighting the necessity to ensure the level to which kid's eyewitness studies of irritating studies are exact and entire. In scientific contexts, the facility to relate emotional occasions is rising as an important predictor of mental results. How youngsters discover ways to describe emotional reviews and the level to which they could accomplish that coherently hence has very important implications for scientific interventions.
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Additional resources for Emotion in Memory and Development: Biological, Cognitive, and Social Considerations
1997). As discussed below, such internally driven, postevent processing may be most likely to occur when the experiences in question are infused with 30 STRESS AND MEMORY, EMPIRICAL EVIDENCE emotion. , as in an attempt to understand how an injury occurred or why a relationship ended). , 1997). , “bed” and “dream”), provides one example. Complementing these endogenous influences on the underlying memory representations are exogenous forces that also serve to extend the encoding process. , 2006), as can access to accounts in the media or family photo albums and videotapes of similar experiences (Ornstein, Larus, & Clubb, 1991; Principe, Ornstein, Baker-Ward, & Gordon, 2000).
Then, in some hospitals, the standard procedure is to require the child’s parent to leave the room before a doctor enters to take additional x-rays. Finally, the parent is reunited with the child. This medical procedure, in some of its formal characteristics, has certain similarities to the Strange Situation. Although the VCUG entails direct assault (penetration) of the child’s body, whereas the Strange Situation does not, both procedures involve a parent and child in an unfamiliar setting, strangers and the parent entering and leaving the room, and a parent-child reunion.
All interviews also included some plausible questions about actions that were not components of the event. Included in each study was a measure of the child’s level of arousal and/or emotional reactions to the event, although the nature of these measures varied across investigations. In some cases, it was possible to augment ratings of the children’s levels of stress with behavioral analyses of their video-recorded responses during the procedures. The studies presented below (cf. , 1994) are limited in that they did not include assessments of the multiple response systems through which stress may effect remembering (see Wallin, Quas, & Yim; and Wiik & Gunnar; this volume, for a discussion of the importance of obtaining such data in understanding the stress-memory linkage).